ELA+Kindergarten+Lesson+7

Topic: Animal Sounds

Common Core Standards: RL.K.3---With prompting and support, identify characters, settings and major events in the story. RI.K.7---With prompting and support, describe the relationship between the illustrations and the text in which they appear. RF.K.1d---Recognize and name all upper and lowercase letters of the alphabet. RF.K.3a---Demonstrate basic knowledge of one-to-one letter sound correspondence by producing the primary or many of the most frequent sound for each consonant. W.K.2---Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing and supply some information about the topic.

SL.K.2--- Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details an requesting clarification if something is not understood. L.K.1a---Print many upper and lowercase letters. L.K.5a---Sort common objects into categories to gain a sense of the concepts the categories represent.

Suggested Student Objectives:
 * Identify words that begin with /t/.
 * Learn that the letter Tt stands for /t/.
 * Write the letter Tt.
 * Build Background for, "Mice Squeak, We Speak."
 * Understand characters.
 * Classify and categorize sensory words.

Suggested Additional Readings: Moo, Baa, La, La, La by Sandra Boynton The Very Quiet Cricket by Eric Carle The Cow Who Clucked by Denise Fleming The Cow That Went Oink by Bernard Most Mommies Say Shhh by Patricia Polacco Big Noisy Book of Animals by Britta Teckentrup How Do Animals Communicate by Bobbie Kalman What Do You Say? by Holly Karapetkova Do Monkeys Tweet? by Melanie Walsh Red, Yellow, Green: What Do Signs Mean? by Joan Holub

Resource Links: 1. iPad app--"I Hear Ewe." [|Animal Sounds] [|Traffic Signs] [|Animal Sound Game] [|Animal Sound Song]

Activities: 1. "Sign" Language--Show children graphic-only street signs and other signs they may or may not be familiar with. Ask them where they might see each sign and what they each one is telling people without using words. Which ones reflect rules for everyone to follow? Discuss why these signs only use pictures to communicate their messages. Ask each child to create a pictorial sign that would be useful for the classroom. Have other children try to guess what his or her sign is communicating.

2. Invite the children to sit in a circle. Explain to the children that they are going to count in order but, instead of saying the number out loud, each child should choose an animal sound and make the appropriate number of noises to represent that number name. For example, the first child barks once the second child meows twice, the third child grunts three times and so on, up to five. The sixth child chooses a new animal sound to re-start the counting process, beginning at one again. Suggest they use their fingers to count out the sounds.

3. Street Sign Bingo Give each child a piece of paper and ask them to draw four of the signs that they learned about on the paper. Give them small scraps of paper to use as Bingo markers. Then call out one of the signs and support the children in covering up that sign with a scrap, if the sign exists on their board. Encourage the children to call out “Bingo!” when they complete the entire board.

4. Divide class evenly into 2-5 teams depending on class size. Have them line up at one end of the room. Put the animal sound cards at the other end of the room. Have the first member of each team line up down on all fours, like a cat or a dog.

After you call out a card name or make an animal sound the children have to crawl along the ground and touch the correct card. The winner keeps the card for his or her team. Repeat until everyone has had a turn and then declare a winning team. Sub in review cards if there are not enough animal cards.

5. [|Animal Sounds Worksheet]

Assessments: Play different sounds and have the children match/draw a picture that goes along with the sound.

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